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O texto literário para a infância na educação de crianças surdas do 1.ª Ciclo

Rocha, Maria Luísa
Fonte: Escola Superior de Educação de Paula Frassinetti Publicador: Escola Superior de Educação de Paula Frassinetti
Tipo: Dissertação de Mestrado
POR
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Dissertação apresentada à Escola Superior de Educação de Paula Frassinetti para obtenção do grau de Mestre em Ciências da Educação – Especialização em Educação Especial; O presente estudo propõe-se investigar a relação entre as seguintes áreas do saber: Surdez e literatura para a infância. Procura verificar de que forma é que o texto literário para a infância é utilizado como instrumento de inovação pedagógica na sala de aula de crianças Surdas do 1º ciclo. Pretende aferir da sensibilização dos professores para a utilização do texto literário, confirmando que o contacto regular dos alunos com a literatura para a infância é fundamental e profícua, abrindo caminho para descobertas múltiplas. Verifica que o elo de ligação entre Surdez e Literatura para a infância é um caminho ainda pouco explorado. Os professores no terreno encontram-se conscientes dos benefícios da literatura para a infância no percurso escolar e formativo dos alunos, estando empenhados em promover, tanto quanto lhes é possível, este tipo de experiências e aprendizagens enriquecedoras. Apesar disso, ainda veem sobre si a total responsabilidade de adaptar o texto literário ao contexto das crianças Surdas...

Knowledge Map : Equity Issues - Gender, Special Needs and Marginalized Groups

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research :: Brief; Publications & Research
ENGLISH
Relevância na Pesquisa
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Equity issues are critical and acute. It is clear that there are critical equity issues related to the uses of information and communication technologies (ICTs) in education. There is a real danger that uses of ICTs can further marginalize groups already excluded or marginalized from existing educational practices and environments. Solid documentation from Organization for Economic Co-operation and Development (OECD) countries. There is a richly documented history of what works and what doesn't related to the uses of ICTs to assist in the education of students with a variety of disabilities, both cognitive and physical based on OECD experience. Certain applications of ICTs have been shown to have positive and important effects on the educational development of students exhibiting a great variety of special needs (including blind, deaf, and learning disabled students). While ample evidence exists that ICT use can have a positive impact on student motivation, such gains in motivation tend to correlate most closely with students who are already the most academically motivated and highest achievers.

Understanding and analyzing visual arts: how it is used in art education to assist students in the development of their critical thinking skills

Koo, Caroline
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Masters Project Formato: 23644113 bytes; application/pdf
EN_US
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66.6%
A review of pertinent literature indicates that there has been a great deal of discussion on how a visual arts education assists students with their critical thinking skills. In addition, it is also clear that there is no focus on a visual arts curriculum in Deaf Education. A few, but important studies imply that a visual arts education encourages complex thinking, a valuable skill for every child. Speaking from personal experience as a student teacher, I have found that Deaf students have compartmentalized knowledge, but have not been taught how to connect different parts of their knowledge to form a greater understanding. Ultimately, the key assumption is that when students understand and analyze visual arts, they are also developing their critical thinking skills. If that happens with hearing children, then why shouldn't it happen with Deaf children, too? This is an important issue because the quality of Deaf Education has been in need of improvement for many years, or at least, it is certainly not on par with public education. Professionals in the field have often stated that statistics indicate that Deaf students graduate from high school with an average reading level of 4thgrade. Although responsibility for this outcome is probably due to many factors...

Speech and language professionals

Brown, Paula
Fonte: NTID/RIT Publicador: NTID/RIT
Tipo: Outros Formato: 684456 bytes; application/pdf
EN_US
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16.25%
This site was developed in an effort to assist speech-language pathologists in working with deaf and hard-of-hearing individuals. However, it is not meant to be a comprehensive treatise on assessment and intervention with deaf and hard-of-hearing individuals. Instead, it provides a sampling of the kinds of activities that may occur.; Suggestions for assessment; Instructional strategies; Case studies; Skill development opportunities; The strategies and techniques discussed and demonstrated here are based on experiences with deaf and hard of hearing college students. Consequently, they may be most appropriate for older children and adults. The instructional sequences with students were filmed during actual therapy sessions and were subsequently selected for demonstration purposes. They are therefore more “real” but also less polished than if we had used scripted interactions. Students granted permission for the samples that were used.

National Science Foundation awards RIT $300,000

NTID
Fonte: Rochester Institute of Technology Publicador: Rochester Institute of Technology
Tipo: Artigo de Revista Científica
EN_US
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The National Science Foundation's Research in Disability Education program has awarded RIT's National Technical Institute for the Deaf a grant of $300,000 to develop a remote transcription technology to assist deaf students - providing them access to spoken information when on field trips or in other settings outside the classroom.; NTID news press release

Modified art curriculum for deaf students with secondary disabilities

Hartman, Laural
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Capstone Project
EN_US
Relevância na Pesquisa
66.58%
This capstone project focuses on creating a modified art curriculum for deaf students with secondary disabilities. From personal experiences, there are art curriculums designed for special education students in general and art curriculums for deaf students, but there is no art curriculum for deaf students with disabilities. Since deaf students with disabilities at residential schools already face a limitation by not being able to hear, they shouldn't face more limitations due to another disability. This paper will present what researchers have said about teaching art to both special education students and deaf students. This paper will also include how deaf and special education students' benefit from creating art and what needs to be done to modify or create a curriculum for deaf students with disabilities. Art is an education area where there is a need for improvement. Coming from a strong art background I chose the idea of establishing a curriculum for deaf students with disabilities, also known as "Deaf plus" because I had first hand experience and some struggle finding resources for teaching art to this specialized population. I know this same issue will continue without a proper resource. During my first internship in Canada...

NTID wins grants for web based projects

NTID
Fonte: Rochester Institute of Technology Publicador: Rochester Institute of Technology
Tipo: Artigo de Revista Científica
EN_US
Relevância na Pesquisa
26.05%
Nearly $350,000 in federal grants have been awarded to the National Technical Institute for the Deaf (NTID) at Rochester Institute of Technology (RIT) for two innovative Web-based projects designed to assist deaf college students and others with special needs in the areas of reading, writing, and mathematical word problem solving.; NTID news press release.

Cochlear implants in the deaf community: Current circumstances of cochlear implant users among the deaf youth in Sweden’s educational system

Samp, Christopher
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Tese de Doutorado
EN_US
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Sweden has maintained an environment of equal opportunities and inclusive disability policies for its citizens. In Swedish education, a bilingualism method of Swedish Sign Language and spoken Swedish is used in teaching deaf children. The cochlear implant device is considered an advanced form of hearing technology and is used with deaf youth to assist with speech development. Several medical experts and researchers support the language development theory that there is a "critical period" for a deaf person to acquire natural language and speech development at a young age. Some experts believe that in order to achieve this language acquisition of the spoken language, deaf children are encouraged to get implants as early as possible. The focus of this thesis is to examine how the emergence of cochlear implant technology impacts Sweden's environment toward existing disability policies and procedures in education, health care, and organizations serving deaf people. This thesis will be addressed in the following 3 ways: 1. Provide current documentation of criteria and processes for obtaining a cochlear implant. 2. Gather existing policy statements on cochlear implants from major organizations serving deaf people. 3. Collect historical and current statistical data of the deaf population who have cochlear implants or hearing aids in compulsory education including special schools (first grade to ninth grades). To explore the current circumstances of cochlear implant use in the educational environment in Sweden...

Identifying C-Print as a support service for rural, mainstreamed deaf/hard of hearing students

Hollier, Andrea
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Capstone Project
EN_US
Relevância na Pesquisa
26.39%
The main focus of this qualitative research was to identify C-Print to participants who work and/or reside in a rural area. The research included 25 total participants. Eleven of the participants were deaf/hard of hearing students in grades 5-11 and attend various mainstreamed school settings. Fourteen adult participants included 7 teachers of the deaf, 2 parents, 1 adult sibling, 1 administrator and 3 educational interpreters. The participants attended a field trip to RIT/NTID to participate in a presentation/demonstration regarding C-Print. The respondents completed a preliminary questionnaire, post questionnaire and the students participants participated in one-on-one interviews about one to two weeks after the C-Print Presentation. The results of the project indicated there was a lack of awareness pertaining to C-Print before the project began. At the conclusion of the research project participants were able to indicate important aspects related to C-Print. The notes for studying and homework assistance were emphasized as an important aspect related to C-Print. The adult participants indicated the importance of the visual aspect of C-Print within the classroom. The outcome of this research allowed participants the opportunity to experience and learn about C-Print. Now they can assist respective school districts into taking into consideration the option to implement C-Print as an additional support service for deaf/hard of hearing students in the mainstreamed educational setting. Every student should have the opportunity to have the support services that are available and essential to help them as individual students to be successful in their educational experience. Assistive Technology as support services need to be addressed more assertively in the rural mainstreamed educational settings for deaf/hard of hearing students.

Deaf students and the language of mathematics: a teacher training proposal

Krieger, Mary
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Master's Project Formato: 7037083 bytes; application/pdf
EN_US
Relevância na Pesquisa
56.38%
High-level mathematical reasoning is important in order to be able to compete in today's world. The focus of this project is on the mathematics aspect of deaf student's education and how the lessons learned there will help them compete. Specifically concentrating on the language of a textbook used in middle school mathematics. Mathematics instruction is turning toward more real world problems that develop students' reasoning skills and problem solving abilities. With this new focus, word problems and critical thinking have become a more critical aspect of mathematics instruction. Students need to be able to read and comprehend the problems as well as know the mathematics skills involved in solving them. In order to make this type of instruction more accessible to deaf students, their teachers need to understand the language problems that come with this new focus. The proposed project will create materials and workshops for mathematics materials in general and particularly in the Connected Mathematics Program (CMP). Mathematics teachers in both mainstream education and in residential schools will be the primary participants of the workshops. A workshop will be created along with supplemental materials to assist teachers in understanding the language problems the deaf student faces. These will help the teacher to understand the potential problems. The workshop will cover three major areas: structure...

Teaching science to deaf students: resources for teachers in kindergarten to fifth grade

Coil, Susan
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Masters Project Formato: 25395071 bytes; application/pdf
EN_US
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66.4%
Research indicates that many new teachers encounter hindrances to implementing the type of researched-based, state-of-the-art teaching methodologies for science instruction in the elementary grades, which they had learned about in their teacher preparation programs (Kane, 1994). Concerns have also been expressed about teacher preparation in the science education of deaf students (Lang & Propp, 1982; Lang, 1994, 1996). The present project is designed to assist new and inexperienced teachers in minimizing constraints to the implementation of an effective K-5 science curriculum, particularly in educational programs serving deaf students. In the present paper, some ofthe hindrances to implementing the best practices in K-5 science are described, including five critical issues for science education presented at a national conference held in 1994 (Lang, 1994& Egelston-Dodd, 1994). Secondly, some research-based considerations for effective teaching practices in general, in the field of science, and in the field of deaf education are presented. Finally, the results of a personal, mentored investigation of resources for new and current teachers interested in implementing research-based instructional programs in the K-5 classroom are offered as a supplementary web page to an educational web resource for teachers of both hearing and deaf students.; Masters Projects

A study of perceptions of mathematics signs: implications for teaching

Glaser, Paul
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Masters Project Formato: 10716194 bytes; application/pdf
EN_US
Relevância na Pesquisa
36.25%
There is increasing importance being placed on the role mathematics signs play in teaching and learning in the classroom. Potential ramifications of invented signs on teaching and learning need to be investigated. Many teachers have different signs for certain mathematics terms and it is possible that a lack of standardization may influence learning. There is a particular need to investigate perceptions of technical signs in order to help prepare new teachers who pursue careers in mathematics education for the deaf. The present project was designed to assist new and experienced mathematics teachers and interpreters for the deaf as well as students interested in learning about mathematics signs. Perceptions about 25 math signs were examined through interviews with college professors, teachers, interpreters, and deaf students and an online survey was administered to 11 high school mathematics teachers. Only 8 out of 25 mathematics signs were found to be in widespread use among all mathematics teachers and interpreters in this study. Most teachers did not have signs for advanced mathematics terms and fingerspelled those terms to avoid inventing signs.; Masters Projects

The social studies classroom: attitudes and perspective from the deaf and hard of hearing students through literature

Sievers, Amanda
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Masters Project Formato: 13898414 bytes; application/pdf
EN_US
Relevância na Pesquisa
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Millions of children attend elementary, middle and high schools throughout the country to be instructed by teachers within six major subjects. Out of six main subjects taught in academic schools, social studies has been proven as one of the most difficult yet complex subjects among students especially the deaf and hard of hearing students. It has been noted where social studies, elaborate and diverse as it may be, have created an environment where most students have the tendency to associate this subject with negative attitudes and experiences. Critical factors contribute to the overall decline interest in socials studies such as lack of strong teacher to student relationship, the complexity of materials, and/or the constant repetition of old information. This thesis presents the overview of available literature reviews along with proposed research implementation for future studies based upon the information among deaf and hard of hearing students. With the help of these literature reviews based on the students and teachers in social studies, we can come to use this method of research to expand the new field of social studies within the deaf and hard of hearing group. With this meaningful information, we as professional can use the data to assist us in creating better and positive environment for the deaf and hard of hearing students within the social studies classroom.

Cochlear implants: a tips & reference guide for teachers working with students using CIs

Ohl, Thomas
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Masters Project Formato: 14319280 bytes; application/pdf
EN_US
Relevância na Pesquisa
46.28%
Like a stampede, the cochlear implant (CI) has taken the worlds of deaf and hardof- hearing persons by storm. From its inception in the mid 1980's, some have embraced the technology as a miracle cure, while others have thought of it as cultural genocide. Yet, today, many would argue that the implant has come and is here to stay. There are many teachers with students using implants who feel inadequately prepared to deal with this technology. You might be one of them. If you are, this booklet is for you...keep reading! This book will provide you with skills and expertise related to working with your student. My goal in providing you this resource is threefold: 1.) To enable you to become a teacher that can help your student become a successful (ie. auditory and speech skill development) and independent implant user; 2.) To prepare you to be an effective consultant to and partner with parents, teachers, audiologists, speech-language therapists (SLPs), and other colleagues in your immediate school environment; and 3.) To guide you to other resources that will assist you in finding answers to questions not included in this booklet. As a teacher myself, I believe it is our professional responsibility to meet the needs of our students to the best of our abilities. If you have a student using an implant...

Reporter; RIT Reporter; Reporter Magazine

Gast, William; Collins, Pat; O'Brien, Thomas; Fraga, Phil; Hill, Lee; Johnson, Lyndon; Hamilton, Grant; High, Jim; Kerner, Jack
Fonte: Rochester Institute of Technology Publicador: Rochester Institute of Technology
Tipo: Magazine
EN_US
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General studies faculty petition Bernstein to reverse decision (p. 1); Bishop Sheen discusses technicians and love (p. 1); New senate defeats first resolution (p. 1); Don Hanson named ‘Senator of the Year’ (p. 1); Institute holds progress meeting (p. 1); Chet Huntley to address tech graduates at convocation June 3 (p. 1); Library announces end to book fines (p. 1); Slides (p. 1); Editorials (p. 2); Faculty comment (p. 2); 1966-67 The year in retrospect (p. 3); Skirting the issues (p. 3); ‘Racey’ artist designs ‘Car and Driver’ cover (p. 4); Phi Sigma Kappa presents award (p. 4); Family rescued by three RIT roommates (p. 5); Anne Zeller spends year at Scandinavian seminar (p. 5); From sea queen to playboy bunny (p. 6); Students win Red Cross awards (p. 6); Judith Brown to participate in ‘Friendship Mexico’ (p. 6); Scuba club elects Kozowick (p. 6); Sisters meet to discuss housing plans (p. 6); Essay contest worth $300 (p. 6); Ambrosen to assist Frisina in NTID (p. 6); Education for the deaf six visit Gallaudet (p. 6); Gallaudet students ‘typical’ (p. 6); Panhellenic (p. 6); Trackmen end season; record stands at 4-2 (p. 7); Athlete of the week (p. 7); Golfers lose 2, tie 1; ends season 4-4-1 (p. 7); Church hurls no-hitter; varsity ends season 6-8 (p. 8); Tiger tracks (p. 8); Frosh Linksmen finish with 4-1-1 season; Letters to the editor (p. 3); RIT Reporter: official publication of Rochester Institute of Technology. Co-editors-in-Chief: Selina Zygmunt. Graphic Arts Editor...

O dicionário eletrônico na construção do sentido em língua estrangeira.

Leffa, Vilson Jose; Universidade Católica de Pelotas
Fonte: Universidade Federal de Santa Catarina Publicador: Universidade Federal de Santa Catarina
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf
Publicado em 26/09/2008 POR
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O objetivo deste trabalho é investigar até que ponto o dicionário eletrônico pode ajudar o leitor a antecipar seu desempenho de leitura antes de ter desenvolvido a devida competência lingüística. Dois estudos foram realizados: o primeiro com alunos universitários, falantes de português, lendo textos em língua inglesa e usando dicionários bilíngües convencionais e um dicionário bilíngüe eletrônico; o segundo estudo foi realizado com alunos surdos, lendo um texto em português, considerado para eles como língua estrangeira, e usando um dicionário eletrônico bilíngüe, LIBRASportuguês. Os resultados sugerem que o dicionário eletrônico, mais do que o dicionário convencional, tem a potencialidade de antecipar o desempenho de leitores sem a devida competência lingüística, levando-os a construir com mais facilidade o sentido do texto, aproximando, assim, quem sabe menos de quem sabe mais.; The objective of this paper is to investigate to what extent the electronic dictionary is able to assist readers in constructing meaning from a text before they have the necessary linguistic competence in the foreign language. Two studies were conducted: the first with Portuguese-speaking university students, reading texts in English and using conventional bilingual dictionaries along with an electronic dictionary; the second study was conducted with deaf students...